Sonia Jackson (2001), one of the key authors in this field is in agreement that looked after children are more likely to have difficulties at school and perform below their potential, but insists there is a lack of hard data. She points out that research fails to take into account that children in care come from an extremely disadvantaged group and have additional negative factors such as marital conflict, illness, lack of attention, lack of interest in schooling and low teacher expectation. The implication she draws from the research is that it is not being in care, which is educationally damaging, but on the other hand, it clearly does nothing to improve the educational attainment of this disadvantaged group.
Jackson (2001) is able to identify five distinct elements, which play a part in the educational failure of children in care. These are pre-care experiences. The majority of children in long term care come from severely disadvantaged families. Secondarily they have low self-esteem, so such children will not expect to do well at school. Thirdly, broken schooling, each move causes an interruption of educational progress. Fourthly, lack of continuity, children in care often experience multiple changes of social worker and caregiver. Finally low expectations from both social workers and teachers that a child in care will be academically gifted.
Having looked at some of the issues about the education of looked after children and the national evidence for poor attainment; we will now look at some evidence from N.Ireland. Research carried out by Mooney et al (2004) found out that on the 30th September 2002, there were 1,679 children looked after by Health and Social Services Trusts, who had been looked after continuously for at least 12 months. Of this number 81% of these children were of school age, which was 3% of the total school population in N.Ireland. Mooney et al (2004) found that 2% of looked after children were expelled in 2001/02, this was much higher than the rate among the total school population, which was 0.02%. Children in care were also more likely to be suspended, with a figure of 11% compared with 1.5% of the total school population. The research also showed the levels of achievement for looked after children compared very badly with those of all children in N.Ireland with the gap widening between key stage 1 and G.C.S.E. 9% of all looked after children achieved 5 G.C.S.E’s at grades C or better, while the rate among the total school population was 59%. The authors of the research conclude that the survey does indicate that children looked after in N.Ireland are less likely than looked after children in England, and all school children in N.Ireland to obtain educational qualifications. However they point out that the results should be interpreted with caution. Looked after children include the most vulnerable children in society and include a higher proportion of children with disabilities, and children statemented with special educational needs, than would be found in the total school population.
Finally we will look at what children and young people in care think about their experience of education. Barbara Fletcher (1993) presented the findings of a national survey of the who cares? Trust. The questionaire was completed by over 600 young people living in care and included a section on education. The young people were asked if their schooling was better, worse or no different because of being in care. Their answers showed some stark contrasts, 32% of those in residential care said school was better, 38% said it was worse and 30% said it was no different. Fletcher (1993) points out that there was evidence of the disruptive effect on schooling of too many moves and disturbing experiences of bullying, stigma, non-attendance and failure. She however also points out they were hearting examples of school being a life-line and positive examples of increased motivation and better performance due to the support and security provided by the residential staff.
Martin and Jackson (2002) carried out a survey of 38 high achieving young people who had spent at least a year in care, to get their opinions on what they thought were the best ways to enhance the educational experiences of looked after children. The research took the format of semi-structured interviews.
Martin and Jackson (2002) found that their study echoed the findings of other research studies over many years. A third of the participants believed that negative stereotypes and low expectations among teachers and care provides were major obstacles to their educational success. Over half of the sample reported that in many residential homes basic necessities such as books, and a quiet place to do homework was lacking. In addition their opportunities to engage in outside interests and hobbies were limited.
Martin and Jackson (2002) belief that their research has particular force, as it comes form first hand knowledge of those who have overcome the many obstacles to educational attainment within the care system. They conclude that going to school is a normal experience, and those in care should be as much like the others as possible. This includes giving looked after children encouragement to participate in school and out of school activities and be given opportunities to met and spend time with people outside the care system. Residential staff should take a keen interest in education and provide good facilities for study and show appreciation of achievement. Schools and teachers need to be better informed about the care system and that good communication between the residential staff and the school is essential.
Finally let us consider a recent survey into the perceptions of looked after children regarding their educational experience. This has been carried out by Harker et al (2003, 2004). The research was part of the taking care of education project, which was co-orientated by the National Children’s Bureau. The project involves a longitudinal study, within which the views of 80 looked after children were sought from semi-structured interviews. Young people were interviewed on two separate occasions, 18 months apart.
Harker et al (2003) found in their initial survey that 44% of children described their education as progressing well or very well, and 30% as average. However 24% described their educational progress as going badly or very badly. Children were asked whether being looked after had made any difference to their educational progress. 45% believed their educational progress had improved, since being looked after, 26% described it as worse, whilst 21% felt being looked after had made no impact on their progress. The most common explanation for positive effects focused on having a safe and stable environment which provided encouragement and support for education. The negative effects were due to the degree of instability associated with the care system and experience of unsettling placement changes. The majority of the children 78% were able to give examples of individuals who had supported their educational progress. However 22% of the sample could not give one example of a supportive person.
The children were also asked about the availability of educational supports. All of the children in residential care (100%) had a quiet space to study, and the majority had someone taking an interesting their educational progress (77%). They also had books to help with studies (82%) and computers to use (77%). Just over half (59%) said they had access to a local library and went on educational outings (53%). Under half (41%) said they had someone who attended school events and only 24% said they had internet access.
The Taking Care of Education project funded activities to provide direct support to young
people looked after. These included acknowledging and encouraging achievement; improving educational support and enabling access to a wider range of learning opportunities
The follow up survey was completed by a total of 56 young people. Harker et al (2004) found that now 70% said they were making educational progress either well or very well and only 11% described their educational progress as going badly. This showed an overall improved progress rating of 43%. When children in the follow up survey were asked, if being in care had made a difference to their education, 22% said it had a negative impact, which again showed a large improvement on the initial survey. Harker et al (2004) conclude that the survey makes encouraging reading. Reported provision of all forms of support had improved over time.
Methodology
The sample that the writer has selected is one with particular characteristics i.e. they are all children living in residential care within the Homefirst Community Trust area. Therefore this is a non-probability purposive sample. The writer choose this sample by virtue of its accessibility, as he works as a residential social worker for Homefirst Community Trust. The writer realizes as Bryman (2001) points out that it will be impossible to generalize the findings. However McQueen and Knussen (2002) state that in certain areas it does appear to work and that “its speed and practicality outweigh any disadvantage of a non-probability approach” (p74).
The actual size of the sample is unknown as the writer is using a self completion questionnaire to collect the data from each child in residential care between the ages of 8 and 18.
As the writer is using a questionnaire, the research may be seen as purely quantitative but the writer has also included a qualitative element. The questionnaire will not just collect numerical data but will also collect the thoughts and feelings of the children in care. Whitaker and Archer (1989) support this point by arguing that “many researchers have found ways to bridge the apparent gap between quantitative and qualitative research. The two approaches can be combined in a single piece of research” (p27).
McQueen and Knussen (2002) point out that as a general principle, unless the components of an issue and the range of possible responses to a question are well understood, a study should be piloted using some form of open-ended enquiry. However the writer feels that as the literature review shows, this is an area where the issues have been identified. Also the writer has experience of the residential children’s care and educational sectors and so can identify the type and range of responses likely to the questions. Therefore the data will be gathered using only a questionnaire.
Bryman (2001) points out a number of advantages for using self completion questionnaires. They are cheaper to administer, as there are no travel expenses and can reach people who live in a widely scattered area. This is a reason, questionnaires are being used in this research as the children live in a number of different units scattered throughout the Homefirst area, with up to 50 miles between them.
Eileen Kane (1983) states that the advantages of using a postal questionnaire are that they can be completed conveniently and in privacy. This may be beneficial for this research as it would allow the children to complete the questionnaire when they want and at the speed they want to go at. Bryman (2001) further points out postal questionnaires are quicker to administer, as they can be sent out through the post in one batch.
A final reason the writer choose postal questionnaires was the absence of interviewer effect. As the children can complete the questionnaire by themselves, it will eliminate any bias answers. Bradburn in Bryman (2001) suggests that postal questionnaires work better than personal interviews when a question carries the possibility of such bias. Bryman (2001) goes on to say that in interviews respondents tend to under report activities that induce anxiety, which is not the case in self-completion questionnaires.
The writer however acknowledges that postal questionnaires do have disadvantages. Bouma and Atkinson (1997) point out this includes not having anyone present to help respondents if they are having difficulty answering a question and there is no opportunity to probe respondents to elaborate an answer. There is also a greater risk of missing data, as it is easier for respondents to decide not to answer a question that appears boring or irrelevant. Postal questionnaires can also result in lower response rates. The writer hopes to limit some of these disadvantages by using a questionnaire that is clear and simple to understand, does not ask too many questions and does not take a long time to complete. The writer will also send a good covering letter explaining the reasons for the research and why it is important. It will also be accompanied by a stamped address envelope.
As the questionnaire is being used by children, it will mainly use a series of closed questions. Bryman (2001) suggests that closed questions are easier and quicker for respondents to complete, as they are not expected to write extensive answers. He also points out that closed questions can help clarify the meaning of a question for respondents.
The questions in this research will range from the simplest dichotomous scale, to multiple category-scaled items and also the use of rating scales including the Likert scale. McQueen and Knussen (2002) say that the use of rating scales moves the information away from just being descriptive and towards being more quantitative. As the writer wants to understand the thoughts and feelings from looked after children. The questionnaire will offer a small number of open-ended questions, where the children will be free to offer any response. This will also add a qualitative element to the research.
Ethical Considerations
In carrying out this research, the writer acknowledges that he will need to consider certain ethical issues. Bryan (2001) points out that the B.SA. statement of ethical practice tells researchers to guard against, consequences for the participant which can be predicted to be harmful and to consider carefully the possibility that the research experience may be a disturbing one. Berg (2004) says that “regardless of the justification because of their lack of political, social and financial power, disadvantaged groups are more accessible to researchers than many more powerful groups are. In consequence researchers must be responsive to the conditions and clearly explain to subjects the rights and responsibilities of both the researchers and the participants” (p59).
Through clear objectivity and careful design of the questionnaire, the writer hopes the children will not find the research stressful or have a negative impact on their self-esteem.
Bryman (2001) says that as far as possible research should be based on the freely given informed consent of those studied. The writer in the covering letter with the questionnaire will explain the purpose and objectives of the research and let the children be aware of their right to refuse to take part in the research.
In designing the questionnaire the writer, has taken into account the issues of confidentiality and anonymity for the children. The questionnaire will not ask for their name or which unit they live in. The children will be informed in the covering letter of how the data will be used. By carrying out a postal questionnaire it has also ensured that the children do not have their privacy invaded. Bryman (2001) says that the anonymity and privacy of those who participate in the research process should be respected. Personal information concerning research participants should be kept confidential.
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